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  • Becoming an Inclusive Educator: Applying Deleuze & Guattari to Teacher Education

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    Author(s)
    McKay, LM
    Carrington, S
    Iyer, R
    Griffith University Author(s)
    McKay, Loraine M.
    Year published
    2014
    Metadata
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    Abstract
    New ways of thinking are required in teacher education to promote beginning teachers as change agents in education. Twenty years after the Salamanca Statement (UNESCO, 1994) that called for schools to provide equitable opportunities for all children, teaching practices in many classrooms are still informed by the deficit view of learning. Beginning teachers need to be prepared to challenge the ideological influences that operate in schools. Deleuze and Guattari's (1987) model of the rhizome is used to report one beginning teacher's journey as she learned to negotiate structural and personal obstacles to create an inclusive ...
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    New ways of thinking are required in teacher education to promote beginning teachers as change agents in education. Twenty years after the Salamanca Statement (UNESCO, 1994) that called for schools to provide equitable opportunities for all children, teaching practices in many classrooms are still informed by the deficit view of learning. Beginning teachers need to be prepared to challenge the ideological influences that operate in schools. Deleuze and Guattari's (1987) model of the rhizome is used to report one beginning teacher's journey as she learned to negotiate structural and personal obstacles to create an inclusive learning environment. Data from reflective diaries, semi-structured interviews and classroom observations highlight contextual and personal factors in one case study that contributed to the nonlinear, complex process of becoming an inclusive educator. The paper concludes by arguing the voice of beginning teachers is essential for the ongoing movement towards the creation of just, inclusive schools.
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    Journal Title
    Australian Journal of Teacher Educaton
    Volume
    39
    Issue
    3
    DOI
    https://doi.org/10.14221/ajte.2014v39n3.10
    Copyright Statement
    © The Author(s) 2014. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the authors.
    Subject
    Teacher Education and Professional Development of Educators
    Education
    Publication URI
    http://hdl.handle.net/10072/65601
    Collection
    • Journal articles

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